BRIDGE School Profile – Observation Checklist 2015
Guides for Social Investment Interventions
RESOURCE 5: Observation Checklist
School Profile – Observation Checklist
Use this checklist to record your observations while walking about the school, viewing the
documents you requested and visiting classrooms. The 4-level scale gives you a degree of flexibility
to use your professional judgement when interpreting evidence and assessing each indicator.
This checklist covers selected elements of school functionality that could reasonably be observed
during a 4-hour visit to the school. You can adapt the checklist to emphasize the information you
need to suit your intervention in terms of project type, subject area or phase.
Rating scale:
Rating
1
2
3
4
Performance Level
Good
Acceptable
Needs improvement
Unavailable
Interpretation
All aspects of the indicator are implemented and/or appropriate;
strengths far outweigh weaknesses
Most aspects of the indicator are implemented and/or
appropriate; strengths just outweigh weaknesses
Available, but many aspects of the indicator are not implemented
or not appropriate; weaknesses outweigh strengths
Not available/ not appropriate/ not implemented
1.
SCHOOL LEADERSHIP AND MANAGEMENT
1.1
The principal is an obvious physical presence in the school
1.2
The principal interacts in a positive way with learners and teachers
1.3
Timetables requested for the specified grades and classes are
available
1.4
Observed classes take place as indicated on the timetable (relevant
classroom, teacher, subject, times)
1.5
There is a sense of order and purpose to the school day and in the
activities of learners and teachers
1.6
Examples of communication with parents/families are available
1.7
Examples indicate that communication with parents/families takes
place regularly, using a variety of methods
1.8
Minutes of the last 2 SGB meeting are available
1.9
SGB minutes indicate decisions made and actions taken
1.10
Examples of correspondence/ posters referring to services/ resources
provided by partners are available
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BRIDGE School Profile – Observation Checklist 2015
Notes:
2.
CURRICULUM MANAGEMENT
2.1
(If requested) The relevant CAPs document is available
2.2
(If requested) Documents related to curriculum planning are available
2.3
(If requested) Documents related to curriculum monitoring and
control are available
1
2
3
4
1
2
3
4
Notes:
3.
TEACHING AND LEARNING
3.1
Examples of learner workbooks/ files are available for viewing
3.2
Learner workbooks/ files show written work has been done
3.3
Learner workbooks/ files show written work has been done regularly
throughout the relevant period (work done close to the start of the
year and term; there are no large gaps)
3.4
Learner workbooks/ files reflect teachers’ monitoring of learners’
work (marking, signing, comments)
3.5
Learner workbooks/ files reflect remedial action taken (learners’
corrections, rework)
3.6
Active teaching is observed taking place in classes visited
3.7
Learners appear purposefully engaged in learning in the classes visited
(physical activity and discussions are associated with teaching and
learning)
3.8
The school’s official Language of Teaching and Learning (LOLT) is used
for teaching and learning in classrooms visited
3.9
Classrooms visited provide a positive environment for teaching and
learning (clean, organised, displaying relevant teaching and learning
materials and examples of learners’ work to celebrate learner
development)
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BRIDGE School Profile – Observation Checklist 2015
Notes:
4.
TEACHER AND LEARNER ATTENDANCE
4.1
Teacher attendance records are available for viewing
4.2
Teacher attendance records are detailed, showing signatures, arrival
and departure times, reasons for absence
4.3
Teachers arrive on time for school on the day of the visit
4.4
Lessons start and end on time and continue throughout the period
(teacher and learner engagement)
4.5
There is evidence of a system/method in place to cope with teacher
absenteeism (e.g. relief teaching/ supervision timetables; teachers’
weekly plans accessible to stand-in teachers; emergency packs of preprepared work; make up lessons)
4.6
Class attendance registers are available for viewing
4.7
Class attendance registers are complete and up-to-date
4.8
The majority of learners are on time for school on the day of the visit
4.9
The majority of learners go punctually to class at the start of the
school day, after breaks, between periods (if applicable)
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2
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4
1
2
3
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4.10 There is a process for recording late-arriving learners
Notes:
5.
LEARNER OUTCOMES
Requested results are available (completed Record of Results)
5.1
(Primary level: ANAs for literacy and numeracy at Grades 3 and
6; Secondary level: ANAs at Grade 9 and NSC)
Notes:
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BRIDGE School Profile – Observation Checklist 2015
6.
TEACHING & LEARNING SUPPORT MATERIAL
6.1
Teaching and learning support material (TLSM) is available in the
classroom
6.2
LTSM is being used/ shows evidence of use
6.3
Learners have their own copies of textbooks
6.4
Sets of textbooks are available in the classroom (as opposed to single
teacher’s copies with photocopied pages for learner use)
6.5
Learners’ schoolbags contain textbooks and workbooks (indicating
that books are issued to learners and are available for use outside of
the classroom)
1
2
3
4
1
2
3
4
Notes:
7.
PHYSICAL ENVIRONMENT
7.1
School grounds, buildings and toilet facilities are clean and
adequately maintained
7.2
Basic security measures are in place (perimeter fence, monitored/
functioning, closed gates)
7.3
Classrooms visited have sufficient desks and chairs to seat all
learners present
7.4
Furniture is in reasonable condition
7.5
Teaching equipment (e.g. boards, projectors) is available and
functional
7.6
Electrical power is available (e.g. power points in the classrooms)
7.7
A water supply is available
Notes:
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